Autostereotypes and Acculturative Stress in Hispanic College Students: Implications on Self-Esteem and Achievement Motivation Page: 23
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differences with respect to the groups of interest, students
of Caribbean, Brazilian, and Spaniard origin were excluded.
Subjects were classified by generational level and by
country/region of origin. By generational level, subjects
were classified as Second-generation (i.e., U.S.-born with
foreign-born parents), or Other (i.e., first-generation,
foreign-born individuals, and third-generation, subject and
parents U.S.-born with foreign-born grandparents). By
country/region of origin, subjects were divided into
Central-Americans, Puerto-Ricans, Mexican, Mexican-
Americans, and South Americans. Participation was
voluntary, and subjects were advised that they could
withdraw at any time. Extra-credit was offered to
participants enrolled in psychology courses. Time of
involvement in the study was approximately 40 minutes.
Measures
Data were obtained from a personal questionnaire (see
Appendix A) and four self-administered scales developed to
assess pertinent psychological and sociocultural variables
(see Appendix B).
Personal Questionnaire. Socio-demographic information
obtained from the personal questionnaire included: gender;
age; marital status; education level; Hispanic subgroup
affiliation; parents', grandparents' and subject's place of
birth; and available family income during childhood.
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Fantoni, Patricia (Patricia Maria Angelica). Autostereotypes and Acculturative Stress in Hispanic College Students: Implications on Self-Esteem and Achievement Motivation, thesis, May 1993; Denton, Texas. (https://digital.library.unt.edu/ark:/67531/metadc500279/m1/27/: accessed March 28, 2024), University of North Texas Libraries, UNT Digital Library, https://digital.library.unt.edu; .